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The development of society comes from the cultivation of people's critical thinking, education, professionalism, and progression, which makes it an essential aspect of society's advancement. Pertinent people in the society's development, whom we consider as crucial elements in the education system, are teachers. It's more essential to understand the dynamics of teaching in society, especially effectiveness of teachers together with their occupational happiness and stress, as they profoundly impact the value of education also development of the society. Tutors have an even more important role in secondary education, where students go through crucial phases of intellectual and personal growth. Active teaching goes beyond imparting knowledge; it instils values, attitudes and skills that students require for wholesome development. There are several factors that affect occupational stress and satisfaction, and to a great extent, these impact how effective a teacher's work is. The school's overall pedagogical performance largely depends on the level of professional satisfaction among instructors. Performance of students and the overall quality of education are positively affected by instructor satisfaction as motivation, participation willingness, and work inspiration usually lead to better results. Moreover, work-related stress can make teachers ineffective from burnout, low job satisfaction and low quality of teaching. This article seeks inspect interplay among secondary school teacher professional worry and teacher efficiency, looking for clues and patterns that may sharpen practice and policy. The need to address these concerns is quite clear. Education stakeholders can design and implement specific interventions aimed at improving working and teacher-stress outcomes to improve teaching satisfaction, well-being, and eventually, educational results. In this article, we seek to contribute to the on-going discourse on effectiveness of teaching and its impact education and social progress.